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Cognition: Thinking, Intelligence and Language (Problems with problem…

- - - - Formal concepts : concepts that are defined by specific rules or features
      - Natural concepts: concepts people form as a result of their experience in the real word
      - Ideas that represent a class or category of object, events, or activities
      - Important in problem solving
    - - A concept that closely matches the defining characteristics of that concept
- - - - trying one solutions after another until one works
    - - Simple rules intended to apply to many situations
      - Educated guesses based on prior experience
      - generally faster than algorithms but will not always lead to correct solution
    - - Specific, steps- by-step procedures for solving certain problems
      - always result in correct solutions if there is one
  - - - Functional fixedness: only thinking about objects in terms of their typical uses
      - Mental: a tendency to persist in using problem-solving patterns that have worked in the past
      - Confirmation bias: a tendency to search for evidence that fits your beliefs while ignoring evidence to the contrary
  - - - less prone to common barriers of problem solving
      - Can be stimulated
- - - - General Intelligence ( g factor): Ability to reason and solve problems
      - Specific Intelligence ( s factor ): ability to excel in certain areas
    - - Believed there were more aspects/abilities still
      - Proposed nine types of intelligence : Started with seven, but later added two more
        
        Logical/Mathematical: Ability to think logically and to solve mathematical problems
        
        Visual/ Spatial: Ability to understand how objects are oriented in space
        
        Musical: Ability to compose and/or perform music
        
        Movement: Ability to control one's body motions
        
        Verbal/linguistic: Ability to use language
        
        Interpersonal: sensitivity to others and understanding motivation of others
        
        Intrapersonal:Understanding of one's emotions and how they guide actions
        
        Naturalists:Ability to recognize the patterns found in nature
        
        Existentialist( a candidate intelligence): Ability to see "big picture" of the humans worlds by asking questions about life, death, and the ultimate reality of human existence
    - - Analytical Intelligence: The ability to break problems down into component parts, or analysis,for problem solving
      - Creative intelligence: the ability to deal with new and different concepts and to come up with new ways of solving problems
      - Practical intelligence: the ability to use information to get along in life and become successful , " street smarts"
    - - Initially proposed 2 types of intelligences
      - Crystalized intelligence: represents acquired knowledge and skills
      - Fluid intelligence: problems solving and adaptability in unfamiliar situations
      - Later added more abilities and organized them into hierarchical model
  - - - Binet's Mental Ability Test : Key Element to be tested was child's mental age
      - Stanford- Binet
        
        Terman: (researcher at stanford) translated and revised Binet's Test
        
        First test to adopt intelligence quotient (IQ: mental age/ chronological age X 100) now uses age-group comparison norm as the Weschsler does
        
        uses a variety of verbal and nonverbal subtests to provide an overall estimate of intelligence and scores related to five areas of cognition
      - Wechsler Tests
        
        Uses variety of verbal and performance subtests to provide an overall score of intelligence and index scores related to specific cognitive domains:
        
        Three versions for different age groups
        WAIS (adults), WISC (children) , and WPPSI (preschool & primary)
    - - Good tests are both valid and reliable
      - Intelligence is assumed to follows a normal curve
      - Standardized administration, scoring, and comparision against norms
      - Is challenging
        
        different definitions of intelligence and multiple ways to assess them
        
        Difficult to design that re completely free of cultural bias
      - Evaluating
        
        Reliability:The tendency of a test to produce the same scores again and again each time it is give to the same people
        
        Validity: the degree to which a test actually measures what it's supposed to measure
        
        IQ test should be both reliable and valid
        
        IQ tests should be standardized
        
        Standardiazation: the process of giving a test to a large group of people that represents the kind of people for whom the test is designed
        
        Norms: The scores from the standardization group
        
        Deviation IQ scores : a measures of intelligence that assumes that IQ is normally distributed around a mean of 100 with a standard deviation
        
        Cultural Bias: People are not creating IQ tests in a vacuum
        
        Test- writers have their own cultures / backgrounds
        
        Their cultures/ backgrounds could influence them in ways they're not even aware of
        
        It is virtually impossible to create an IQ test that is completely free of cultural bias( or socioeconomic bias)
        
        Usefulness of IQ tests
        
        Generally correlate with academic success and job performance
        
        Correlates with SAT, ACT, and GRE scores
        
        Remember : correlation doesn't mean causation
        Neuropsychology
        
        Head injury, learning disabilities, neuropsychological disorders
        
        IQ tests used as one tool (among others) to assess extent of deficit and/ or progress